Countdown to Social Studies TAKS

1. Countdown to Social Studies TAKS Presented by: Region 10 Edited by: Barbara Myer, AISD Social Studies Coordinator updated Spring 2009

2. Quick Information Update

3. 2009 Panel Recommendation Standards

4. TAKS 2008 Tested TEKS Percentages

5. A Historical Look at AISD Passing Standards and Commended Rate

6. Success on Social StudiesTAKS Exams • TEKS taught • TEKS taught in such a way that students will remember what they learned • TEKS taught at the appropriate level of Bloom’s • TEKS assessed at the same level of Bloom’s TEKS

7. TAKS SUPPORT RESOURCES • 2008-2009 Grade Level TAKS Success Binder • Targeted tested TEKS Low Five with lessons • Targeted tested TEKS High Five with lessons • Resources • AISD Social Studieswww.allenisd.org/learnerservices click on Academic Subject/Social Studies • TEA TAKS Information Booklethttp://www.tea.state.tx.us/index3.aspx?id=3693&menu_id3=793 • TEA TAKS Study Guidehttp://www.tea.state.tx.us/index3.aspx?id=60&menu_id3=793 • TAKS Practice – Region IV Resource/Workbooks • TEK-based Warm Ups Exit Grade 11 • Mastering TAKS Social Studies Assessment – student workbooks (grades 8-10-11) • Social Studies Center http://ritter.tea.state.tx.us/ssc/ • Region XIII Social Studies TAKS (download) Resourceshttp://www5.esc13.net/socialstudies/downloads.html

8. TAKS – M Social Studies Blueprint http://ritter.tea.state.tx.us/student.assessment/resources/taksm/SocialStudies_TAKS_M_Blueprints.pdf Modifications http://ritter.tea.state.tx.us/student.assessment/resources/taksm/SSmods.pdf Sample Questions Grade 8 http://ritter.tea.state.tx.us/student.assessment/resources/taksm/2008_ss_samp_g08.pdf Grade 10 http://ritter.tea.state.tx.us/student.assessment/resources/taksm/2008_ss_samp_g10.pdf Grade 11 http://ritter.tea.state.tx.us/student.assessment/resources/taksm/2008_ss_samp_g11.pdf

9. Lowest 5 TEKS/SE’S Grade 8 TAKS 2008 (10) Geography. The student uses geographic tools to collect, analyze, and interpret data. (B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases (11) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. (C) analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States (18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. (A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason (30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. (C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

10. Lowest 5 TEKS/SE’S Grade 10 TAKS 2008 • 3) History. The student understands the foundations of representative government in the United States. • explain the reasons for the growth of representative government and institutions during the colonial period • (4) History. The student understands significant political and economic issues of the revolutionary era. • (C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris • (18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. • (B) describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War • (22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. • (B) describe the importance of free speech and press in a democratic society • WG(8) Geography. The student understands how people, places, and environments are connected and interdependent. • (B) compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts

11. Lowest 5 TEKS/SE’S Grade 11 TAKS 2008 • History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. • identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics • 6) History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. • identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor • (13) Economics. The student understands significant economic developments between World War I and World War II. • (C) analyze the effects of the Great Depression on the U.S. economy and government • (E) analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens • 8.(18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. • (B) describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War.

12. TAKS FOCUS TIPS • TOP FIVE 5. Test taking skills 4. Types of questions 3. Don’t forget about 8th grade TEKS 2. Helping students with historical context 1. Heart of the matter – content…content…content

13. SS TAKS Focus Topic #5 Strategically speaking: Using test taking skills

14. TAKS Test Taking Strategies • Research shows that good testing strategies improve scores. • Remind students, the TAKS is not a race. You get no points for finishing first or early. • You get more points for taking your time and going slowly!

15. TAKS Test Taking Strategiesfor Students Tip #1: • No idea about an answer? Guess and go on. • Need to devote more time to the question? Mark and skip it so you can return to it later. Tip #2: • Don't read things into questions. Sometimes we make things more complex than they were intended to be. • Often, simple-looking questions are just what they appear to be.

16. TAKS Test Taking Strategies Tip #3: • Finished so soon? If time allows, review your test. • Make sure that answers have been recorded correctly. • Unsure of some answers? Go back and reconsider them.

17. During the Test • Use all of the time allotted for the test • If you have extra time, cover up your answers and actually rework the questions. • Don’t change answers unless you are sure!!

18. TAKS Test Taking Strategies Tip #4: • Read the stem of each question, anticipate the answer if you can before looking at options. • If the answer you anticipated is among the options, it is likely the correct one. • Read each question completely. Continue reading even if you find your anticipated answer among the options. • The “best” answer may appear farther down the list, and may differ slightly from your anticipated answer.

19. TAKS Test Taking Strategies Tip #5: • Quickly eliminate options that are highly implausible. • Many TAKS questions have two – three plausible options, look for the least likely answer. • Work at spotting these implausible options so that you can quickly narrow your choices. • Be alert! Information relevant to one question is sometimes given away in another test item.

20. During the Test Tip #6: • Do a mind dump. • Before you begin the test make notes of anything you think you might forget. • Write down things that you used in learning the material that might help you remember. • Write your notes in the margins, front or back of the test booklet.

21. During the Test Tip #7: • Jot down some ideas about why you chose the answer • Jot down questions you have if the question does not seem clear, or if the answer seems ambiguous. • Reason with yourself through writing. • Try working on this with students so they get the hang of it… .

22. During the Test • Express difficult questions in your own words • Rephrasing can make it clear to you, but be sure you don't change the meaning of the question. • Discuss difficult vocabulary with students and work on synonyms for problem words

23. During the Test Tip #8: • Circle key words in difficult questions • This will force you to focus on the central point. • Try an example of this. • This is especially important for English Language Learners! .

24. Grade 8 TAKS 2004

25. What key words did you identify? What will I do with this info?

26. DO NOT PANIC! Do not focus on the “info” you do not recognize. Focus only on what you do know. Focus on the information you have been given to help you answer the item. What are the key words? What is the question asking? Eliminate the answers that do not apply. Tip #9: How to handle questions that have info you have never seen Huh?!?!

27. Try working with what you do know in this example. Use common sense. Identify Key Words? What do you think we can eliminate? What would be your best guess? Why?

28. How to handle questions that have info you have never seen

29. During the Test Tip #10: Check your bubbles often! Stop after every 5-7 questions to make sure you have not skipped any bubbles or made any marking errors.

30. Quick Tips for Students • Follow Directions • Pace your work • Read Carefully • Determine the "best" answer • Guess wisely • Mark your answers carefully • Have a strategy for handling reading passages • Manage vocabulary and key words • Check the accuracy of your bubbling and your work

31. SS TAKS Focus Topic #4 up close & personal: Get acquainted with the types of questions

32. Grade 8 TAKS Data Source # of items % None (fact/ inference) 29 60% Cartoon 1 2% Quotes, Excerpts 4 8% Organizer, Diagram, Box 8 17% Table 0 0% Map 2 4% Graph 1 2% Photo/Poster 3 6% SAMPLE 8th Grade Social Studies TAKS Question Format Analysis

33. Grade 10 TAKS Data Source Number of items Percent None (fact or inference) 15 30% Cartoon 2 4% Quotes, Excerpts 6 12% Organizer, Diagram, Box 7 14% Table 3 6% Map 8 16% Graph 3 6% Photo/Poster 3 6% Headlines 2 4% Timeline 1 2% SAMPLE 10th Grade Social Studies TAKS Question Format Analysis

34. Grade 11 TAKS Data Source Number of items Percent None (fact or inference) 30 55% Cartoon 0 0% Quotes, Excerpts 6 11% Organizer, Diagram, Box 7 13% Table 1 2% Map 3 6% Graph 0 0% Photo/Poster 6 11% SAMPLE Exit Level Social Studies TAKS Question Format Analysis

35. Tips for Fact-Based/Inference Questions with No Data Source • Reading and understanding are essential • Utilize the key word and rephrasing methods discussed in “strategies” • Draw yourself a diagram or an organizer if necessary to identify the information requested in the question • Figure out what you do know

36. Grade 8 Example I know: U.S. was destined to reach from the Atlantic to the Pacific Ocean = more territory = more land to settle Might be interested in expanding market, but… Slaves cannot own land Will be removed, probably not a believer! Has the most to gain!! I’m looking for someone who would be the strongest supporter of expanding the U.S. See above. Answer is J. I need:

37. Grade 10 Example I know: Topic = Voting Rights Literacy Tests = limited rights granted in the 15th amendment Another limit – what was the right granted? Timeline – too early Make connections – stem to answer choices

38. Analyzing Cartoons & Images • Statewide data shows that students performed well* on items with graphic images, especially photos • Statewide data shows that students performed well* on items that use flow charts • Statewide data shows that students do not perform aswell* on items that use artist representations and/or original drawings * Well = > 80 of students answered correctly

39. Grade 8 Example Student Answers - F: 27% G: 5% H: 14% J: 54%*

40. Tips for Analyzing Cartoons • What event/time period is being referenced? • Are there people in the cartoon? Who do they portray and in what context? • Are there symbols in the cartoon? What does each represent? • What is the message?

41. NJ Plan makes small states happy  Event/Time: Constitutional Convention, 1787 People: None, but the capitals in NJ & VA are speaking (like people) Symbols: The capitals represent state leadership Message: Small states are feeling bullied by the larger state who is flaunting her size Great Compromise All are happy! VA plan makes larger states happy  What was the argument over?

42. Answering Questions with Images • What is the question asking? • Can I answer the question before viewing the image? • What do I see? • Which answers are plausible? Does my answer appear as a choice? If so, it is the best? • Which is the best answer?

43. Exit Level Example • What is the question asking? • Both of these photographs were taken in • the South in the mid-1900s. • What conclusion can be drawn by • comparing them? 2. Can I answer before viewing? No, but I can begin to think about what I know about the South in the mid-1900s: -segregation -racial unrest -Jim Crow laws

44. Exit Level Example 3. What do I see? What might I conclude? • Wooden school house - needs repairs • Seats are around the perimeter, crowded • No desks for students • Teacher in the corner • No chalkboard or maps • Newer building, high ceilings, clean, plastered walls • Seats are orderly, every one facing front • Every student has a desk • Teacher at a desk in the front • Huge chalkboard and wall maps

45. Exit Level Example 4. Which answers are plausible?

46. Working with Organizers • What needs to be filled in on the organizer? • Main Idea • Common Characteristics • Relationship of Items • Causes/Effects • What do I know about the info provided?

47. Graphic Organizers: Main Idea I know: F. True G. False H. False J. False Think of examples of each to help you pinpoint the answer!

48. Graphic Organizers: Relational CCC TVA FDR FDR FDR WPA FDR What common bond do these share? All are New Deal Programs LBJ FDR Teddy

49. Graphic Organizers: Relational What is in common? -All leaders -All African American -Civil Rights Era

50. Demystifying documents & Excerpts